9780131179905

013117990X

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Summary

This top-selling book continues its focus of showing teachers how to do formal and informal assessments in the classroom using practical examples to explain difficult concepts. This book encourages the reader to apply the content to the activities in the book. The fifth edition of Assessing Learners with Special Needs: An Applied Approach includes the latest information on the reauthorization of IDEA, NCLB and the most recent regulations. It also includes more information on informal assessments, functional assessment and positive behavior support and intervention, as well as more discussion on culturally and linguistically diverse students. K-12 Special Education and General Education Teachers.

Table of Contents

PART 1 Introduction to Assessment

1

(90)

An Introduction

2

(34)

Assessment: A Necessary Part of Teaching

3

(2)

Traditional and Contemporary Models of Assessment

5

(7)

Prereferral

9

(3)

Problems with Traditional Assessment

12

(1)

Contemporary Model of Assessment

13

(2)

Evaluating Student Progress in the Classroom

15

(4)

Designing an Assessment Plan

19

(7)

The Comprehensive Evaluation

23

(3)

Assessing The Whole Child: Cultural Considerations

26

(3)

Chapter Summary

29

(2)

References

31

(5)

Laws, Ethics, and Issues

36

(55)

The Law: Public Law 94-142 and IDEA

37

(3)

IDEA and Assessment

40

(10)

Initial Evaluations

40

(1)

Parental Consent

41

(2)

Nondiscriminatory Assessment

43

(7)

Evaluating Children with Specific Learning Disabilities

50

(1)

Meeting the Needs of Persons with Attention Disorders

51

(1)

IEP Team Evaluation

51

(4)

Determining Eligibility

55

(2)

Parent Participation

57

(1)

Developing the Individualized Education Program

57

(5)

Transition Services

62

(1)

Due Process

63

(1)

Impartial Due Process Hearing

64

(1)

Section 504

65

(2)

Research and Issues Concerning Idea

67

(2)

Issues of Nondiscriminatory Assessment

69

(4)

The Multidisciplinary Team and the Decision-Making Process

73

(1)

Least Restrictive Environment

73

(3)

Impartial Hearings

76

(1)

Ethics and Standards

77

(6)

Chapter Summary

83

(3)

References

86

(5)

PART 2 Technical Prerequisites of Understanding Assessment

91

(54)

Descriptive Statistics

92

(24)

Why Is Measurement Important?

93

(2)

Getting Meaning from Numbers

95

(1)

Review of Numerical Scales

95

(1)

Descriptive Statistics

96

(1)

Measures of Central Tendency

97

(1)

Average Performance

98

(4)

Measures of Dispersion

102

(4)

Standard Deviation

105

(1)

Standard Deviation and the Normal Distribution

106

(1)

Mean Differences

106

(1)

Skewed Distributions

107

(1)

Types of Scores

108

(6)

References

114

(2)

Reliability and Validity

116

(29)

Reliability and Validity in Assessment

117

(1)

Correlation

118

(4)

Positive Correlation

118

(2)

Negative Correlation

120

(1)

No Correlation

121

(1)

Methods of Measuring Reliability

122

(3)

Test-Retest Reliability

122

(1)

Equivalent Forms of Reliability

123

(1)

Internal Consistency Measures

124

(1)

Interrater Reliability

125

(1)

Which Type of Reliability Is the Best?

125

(1)

Reliability for Different Groups

126

(1)

Standard Error of Measurement

126

(7)

Estimated True Scores

133

(2)

Test Validity

135

(4)

Criterion Related Validity

135

(1)

Content Validity

136

(1)

Construct Validity

137

(1)

Validity of Tests versus Validity of Test Use

138

(1)

Reliability versus Validity

139

(3)

References

142

(3)

PART 3 Assessing Students

145

(254)

Curriculum-Based Assessment and Other Informal Measures

146

(44)

Curriculum-Based Measurement

147

(12)

How to Construct and Administer Curriculum-Based Measurements

148

(8)

Review of Research on Curriculum-Based Measurement

156

(3)

Cautions

159

(1)

Criterion-Referenced Assessment

159

(7)

The Brigance Inventories

160

(4)

Teacher-Made Criterion-Referenced Tests

164

(2)

Task Analysis and Error Analysis

166

(2)

Teacher-Made Tests

168

(1)

Other Informal Methods of Academic Assessment

169

(13)

Informal Assessment of Reading

172

(2)

Informal Assessment of Mathematics

174

(1)

Informal Assessment of Spelling

175

(1)

Informal Assessment of Written Language

175

(2)

Performance Assessment and Authentic Assessment

177

(1)

Portfolio Assessment

178

(4)

Informal and Formal Assessment Methods

182

(1)

Problems of Norm-Referenced Assessment

182

(3)

References

185

(5)

Assessment of Behavior

190

(38)

Requirements of the 1997 IDEA Amendments

191

(2)

Functional Behavioral Assessments

193

(7)

Direct Observation Techniques

194

(1)

Antecedents

195

(1)

Anecdotal Recording

195

(1)

Event Recording

196

(1)

Time Sampling

197

(2)

Interval Recording

199

(1)

Duration Recording

199

(1)

Latency Recording

199

(1)

Interresponse Time

200

(1)

Structured Classroom Observations

200

(2)

Child Behavior Checklist: Direct Observation Form, Revised Edition

200

(2)

Other Techniques for Assessing Behavior

202

(9)

Checklists and Rating Scales

202

(5)

Questionnaires and Interviews

207

(1)

Sociograms

208

(1)

Ecological Assessment

208

(3)

Projective Assessment Techniques

211

(5)

Sentence Completion Tests

211

(1)

Drawing Test

212

(2)

Apperception Tests

214

(2)

Computerized Assessment of Attention Disorders

216

(1)

Continuous Performance Test

216

(1)

Conners Continuous Performance Test

217

(1)

Research and Issues

217

(6)

References

223

(5)

An Introduction to Norm-Referenced Assessment

228

(26)

How Norm-Referenced Tests are Constructed

229

(4)

Basic Steps in Test Administration

233

(10)

Beginning Testing

234

(1)

Calculating Chronological Age

235

(3)

Calculating Raw Scores

238

(1)

Determining Basals and Ceilings

238

(3)

Using Information on Protocols

241

(1)

Administering Tests: for Best Results

241

(2)

Obtaining Derived Scores

243

(1)

Types of Scores

243

(2)

Groups Testing: High-Stakes Assessment

245

(4)

Accommodations in High-Stakes Testing

247

(1)

Alternate Assessment

248

(1)

Issues in High-Stakes Testing

249

(1)

Chapter Summary

249

(2)

References

251

(3)

Academic Assessment

254

(56)

Achievement Tests

255

(1)

Standardized Norm-Referenced Tests versus Curriculum-Based Assessment

256

(1)

Review of Achievement Tests

256

(22)

Woodcock-Johnson III Tests of Achievement (WJ III)

257

(5)

Peabody Individual Achievement Test-Revised (PIAT-R)

262

(1)

Kaufman Test of Educational Achievement, 2nd Edition (K-TEA-II)

263

(7)

Wechsler Individual Achievement Test, Second Edition (WIAT-II)

270

(2)

Wide Range Achievement Test-Revision 3 (WRAT3)

272

(2)

Woodcock-McGrew-Werder Mini-Battery of Achievement

274

(1)

Research and Issues

275

(3)

Selecting Academic Achievement Tests

278

(3)

Diagnostic Testing

281

(1)

Review of Diagnostic Tests

281

(12)

Keymath-Revised

281

(5)

Woodcock Reading Mastery Tests-Revised (WRMT-R)

286

(4)

Process Assessment of the Learner: Test Battery for Reading and Writing (PAL-RW)

290

(3)

Other Diagnostic Tests

293

(2)

Gray Oral Reading Tests-Fourth Edition (GORT-4)

293

(1)

Test of Reading Comprehension-Third Edition (TORC-3)

294

(1)

Test of Written Language-3 (TOWL-3)

294

(1)

Test of Written Spelling-4 (TWS-4)

295

(1)

Assessing Other Language Areas

295

(4)

Peabody Picture Vocabulary Test-Third Edition (PPVT-III)

295

(2)

Test of Language Development-Primary: Third Edition (TOLD-P:3)

297

(1)

Test of Language Development-Intermediate: Third Edition (TOLD-I:3)

297

(1)

Test of Adolescent and Adult Language--Third Edition (TOAL-3)

298

(1)

Selecting Diagnostic Instruments

299

(1)

Research and Issues

299

(7)

References

306

(4)

Measures of Intelligence and Adaptive Behavior

310

(48)

Measuring Intelligence

311

(1)

The Meaning of Intelligence Testing

312

(1)

Alternative Views of Intellectual Assessment

313

(3)

Litigation and Intelligence Testing

316

(1)

Use of Intelligence Tests

317

(1)

Review of Intelligence Tests

318

(16)

Wechsler Intelligence Scale for Children-Fourth Edition

319

(5)

Wechsler Adult Intelligence Scale-Third Edition

324

(1)

Kaufman Assessment Battery for Children, Second Edition

325

(1)

Stanford-Binet, Fifth Edition

326

(2)

Woodcock-Johnson III Tests of Cognitive Abilities

328

(1)

Detroit Tests of Learning Aptitude-4 (DTLA-4)

328

(1)

Kaufman Brief Intelligence Test (KBIT)

329

(1)

Universal Nonverbal Intelligence Test

330

(3)

Comprehensive Test of Nonverbal Intelligence (CTONI)

333

(1)

Test of Nonverbal Intelligence-Third Edition (TONI-3)

334

(1)

Research on Intelligence Measures

334

(3)

Assessing Adaptive Behavior

337

(2)

Review of Adaptive Behavior Scales

339

(4)

Vineland Adaptive Behavior Scales

340

(1)

AAMR Adaptive Behavior Scale-School, Second Edition (ABS-S2)

341

(2)

Adaptive Behavior Inventory (ABI)

343

(1)

Intelligence and Adaptive Behavior: Concluding Remarks

343

(9)

References

352

(6)

Special Considerations of Assessment in Early Childhood and Transition

358

(41)

Legal Guidelines of Early Childhood Education

359

(1)

Infants, Toddlers, and Young Children

360

(1)

Eligibility

360

(1)

Evaluation and Assessment Procedures

361

(1)

Issues and Questions About Serving Infants and Toddlers

362

(2)

Methods of Early-Childhood Assessment

364

(1)

Assessment of Infants

364

(2)

Assessments of Toddlers and Young Children

366

(9)

Mullen Scales of Early Learning: AGS Edition

366

(1)

The Wechsler Preschool and Primary Scale of Intelligence, Third Edition

367

(3)

AGS Early Screening Profiles

370

(2)

Kaufman Survey of Early Academic and Language Skills (K-SEALS)

372

(1)

Brigance Screens

373

(1)

Developmental Indicators for the Assessment of Learning-Third Edition (DIAL-3)